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Types of Repetition Functions Used by the Instructors of I

Study English Here (ISEH)

THESIS

Submitted in Partial of the Requirements for the Humanities Degree of English

and Literature Department of the Faculty of Adab and Humanities of Alauddin
State Islamic University of Makassar
By:

SARTIKA

Reg. No. 40300113014

ENGLISH AND LITERATURE DEPARTMENT

ADAB AND HUMANITIES FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

2018
 MOTTO

LIFE JUST ONCE, DO WHAT YOU LOVE AND LOVE WHAT YOU
DO. MEETING SOMEONE WAS FATE, BECOMING SOME
PEOPLE AS FRIENDS WAS CHOICES, BUT LOVE WAS
COMPLETELY OUT OF CONTROLS.

-SARTIKA

ii
 DEDICATION

I DEDICATED THIS THESIS TO MY BELOVED PARENTS, THEY

ARE ALWAYS BE MY ROLE MODELS IN MY LIFE, NEVER STOP
LOVING, SUPPORTING ME, AND NEVER LEAVE ME. THANK
YOU ENDLESSLY TO MY PARENTS.

iii
iv
v
vi
vii
 ACKNOWLEDGMENT

Alhamdulillah RabbilAlamin, all praises to the Almighty Allah SWT who

blessed, guided, given the health and ability to the writer during writing this thesis.

Then, May Shalawat and Salam to our great prophet Muhammad SAW, the most

greatest leader, supreme among a prophet who has guided us from the darkness to the

lightness.

The writer realized that this thesis could not be completed without getting

various advices, directions, suggestions, assistance, encouragement and prayers from

many people. Therefore, the writer would like to express the greatest appreciation and

deepest gratitude to all of them.

1. The writer gave special gratitude for her beloved parents, Abu Bakar and Rabiah

who had been giving their love, patience, sincere prayer and support all the

time and gave a smile and happiness in her life. Infinite thanks to all things that

they have given, it will be never forgotten till the end of life. The writer’s deepest

thanks to beloved brother and sister specially for Supriadi and Sukmawati S.Pd to

supports and sincere prayers for the writer.

2. The greatest thanks to the Rector of UIN Alauddin Makassar, Prof.Dr. Musafir

Pababbari, M.Si., The Dean of Adab and Humanities Faculty, Dr. H. Barsihannor,

M.Ag., all the Vices of Dean of Adab and Humanities Faculty, Dr. Abd. Rahman

R, M.Ag., Dr. Hj. SyamzanSyukur, M.Ag., and H. Muh. Nur Akbar Rasyid,

viii
 M.Pd., M.Ed., Ph.D., the Head of English and Literature Department Kustiwan

Syarif, S.Ag., M.A., Ph.D., the secretary Syahruni Junaid. S.S., M.Pd., and the

staff of Adab and Humanities faculty as whole for their administrative supports,

helps, facilities throughout the period of the study.

3. The writer gave gratitude, especially to the supervisors, Dr. Hj. Nuri Emmiyati.,

M.Pd. and Nasrum, S.Pd., M.A. for their guidance, support, advices and their

precious time during writing this thesis. Futhermore, the writer would like to

express thank to the first examiner Serliah Nur, S.Pd., M.Hum., M.Ed. and the

second examiner Faidah Yusuf, S.S., M.Pd. for giving their guidance, correction,

support and advices. Besides, the researcher did not forget to say a lot of thanks to

all the lecturers of English and Literature Department for their patience in sharing

knowledge to the researcher during academic years.

4. Besides, the greatest appreciation was delivered to the writer’s beloved friends

Agustini, Delima S.Hum, Kartika, Muhammad Syahril, Marni Binti Making

S.Hum, Citra Andini S.Hum and Syamsinar Japur S.Hum, Thanks to the

students of English Literature Departmen batch 2013 specially from all may

classmate Ag 1.2 and also the witer’s special friend Sabindo ‘gendut’ who always

gave the writer supports and helped during the writer’s study and writing this

thesis. Then, the writer deepest thanks also went to big family’s Wisma 16 who

had support her for getting scholarship. The sweetest thanks went to all of the

friends from KKN UINAM PadangLampe. Then for all the friends that cannot be

mentioned one by one.

ix
x
 TABLE OF CONTENTS

COVER PAGE i

MOTTO ii

DEDICATION iii
PERNYATAAN KEASLIAN SKRIPSI iv

PERSETUJUANPEMBIMBING v
PENGESAHAN SKRIPSI vi

APPROVAL SHEET vii

ACKNOWLEDGMENT viii

TABLE OF CONTENTS xi

ABSTRACT xiii

CHAPTER I INTRODUCTION

A. Background…………………………………………….. 1
B. Research Questions…………………………………….. 3
C. Research Objective........………………………………. 4
D. Research Significance..……………………………….. 4
E. Research Scope……………………………………… 4

CHAPTER II LITERATURE REVIEW

A. Previous Findings 6
B. Pertinent Ideas 9
1) Definition of Repetition 9
2) Types of Repetition Functions 11

xi
CHAPTER III RESEARCH METHODOLOGY

A. Research Method………………………………………. 18
B. Subject of the Research…...…………………………… 18
C. Instrument of the Research.…….…………………….... 19
D. Procedures of Data Collection…..…………...………… 20
E. Techniques of Data Analysis….…………………...…... 20

CHAPTER IV FINDINGS AND DISCUSSIONS

A. Findings…..…….……………………………………..... 21
B. Discussions…………………………………………...… 47

CHAPTERVCONCLUSIONS AND SUGGESTION

A. Conclusion…..……………………………………...….. 50
B. Suggestion…………………………………………...…. 50

BIBLIOGRAPHY ..………………...……………………………………… 52

BIOGRAPHY ..........................…………………………………………....... 55

APPENDICES …...……….….……………………………………………... 56

xii
 ABSTRACT

Name : Sartika
Reg. Number : 40300113014
Major : English and Literature Department
Faculty : Adab and Humanities
Title : Types of Repetition Functions Used by the Instructors of I Study
English Here (ISEH)
Supervisor I : Hj. Nuri Emmiyati
Supervisor II : Nasrum

This research was about repetition functions which aimed to discuss about
some various types of repetition functions. This research focused on types of
repetition function used by the instructor of I Study English Here (ISEH). The writer
based the theory on Tannen (1989). The data were analyzed through qualitative
method. The writer used observation sheep and audio recorded as the instrument to
get the valid data. This research revealed that all the types of repetition function were
used. The more potentially types on sequence used ratifying listenership, expanding,
stalling, bounding episodes, participatory listenership and evaluation through
patterned rhythm. Repetition types which less potentially used are repetition as
participation, humor and savoring. The causes of the instructors used types of
repetition function is to stress the ideas or important information must getting by the
students, repeat the utterances also comes from on-going talk and then repeat the
utterance sometimes in order to showing participation. The writer concluded that
repetition cannot be avoided in conversation.

Keywords: Repetition, Instructors, ISEH, Tannen Theory, Conversation.

xiii
 CHAPTER I

INTRODUCTION

A. Background

Repetition sometimes cannot be avoided in conversation. Repetition helps the

speakers of a language to develop and maintain a conversation or speech and one of

the mostly employed communication strategies by both native and non-native

speakers (Mavasoglu, 2010). Repetition may fulfill identical function a study on

repetition that may fulfill function has been done by Lyster (1988). In this study, the

writer specifically will focus on types of repetition functions such as whether they

were produced. Research in discourse analysis has revealed that there are various

types of repetition function.

Tannen (1989:47-52) identified several types of repetition functions served by

repetition in conversation, whose major role was to establish coherence and

interpersonal involvement. Those functions can be figured out as follows:

Participatory listenership, Ratifying listenership, Humor, Savoring, Stalling,

Expanding, Participating, Evaluating through patterned rhythm, and Bounding

episodes.

Sometimes we used repetition in conversation, to communicate we use

language to produce a conversation. It means when we talk it shows our language and

language produce conversation whereas sometimes repetition cannot be avoided in

conversation. Language as means of communication is divided into many varieties.

People who live in different countries, ethnics and cultures have different languages.

Allah states about the varieties of language in surah Ar-Rum verse 22:

‫ف أ َ ۡل ِسنَ ِتڪ ُۡم َوأ َ ۡل َوٲ ِن ُك ۡمۚ ِإ َّن ِفى‬ ِ ‫ت َو ۡٱۡل َ ۡر‬
ۡ ‫ض َو‬
ُ ‫ٱخ ِتلَ ٰـ‬ َّ ‫َو ِم ۡن َءا َي ٰـ ِتِۦه خ َۡل ُق ٱل‬
ِ ‫س َم ٰـ َوٲ‬
)٢٢( َ‫ذَٲ ِل َك َۡلَيَ ٰـ ٍ۬ت ِل ۡل َع ٰـ ِل ِمين‬
Translation:
“And among His signs is the creation of the heavens and the earth, and the
difference of your languages and colors. Verily, in that are indeed signs for
men of sound knowledge.”(Ar-Rum verse 22).
From the verse above, Allah SWT shows us the signs of His authority through

differences of human language. It means that Allah has created the earth and its

creatures harmoniously. Humans are created with many differences of language,

dialect, and intonation in order to know each other and make good communication.

Communication, language and conversation have circle connected each other.

The aims of this study is to describe the types of repetition functions that used

by the instructors of I Study English Here (ISEH) in Makassar. This research gives a

contribution in repetition study of language and discourse. It can be used as

appropriate references in conducting the further research with similar topic about

repetition. Then, this research can be used to understand the content of repetition as

represented in the real life about language and discourse specially about types of

2
repetition function. Besides, the types of repetition function will be understood and

also we can practice in the right ways.

In this research, the writer concentrated on types of repetition functions found

in the narratives of speakers in this case based on instructors of I Study English Here

(ISEH) teach in the classroom. The writer focused on types of repetition functions

states by Tannen (1989).

Then, why this thesis interested and important to analyze beside of the content

of repetition analyze was an interesting topic in language and discourse study this

research more inform about the types of repetition functions. As the case study of this

research, the object is the instructors of I Study English Here (ISEH) in Makassar.

For all of this research, the writer hope this research can be used as appropriate

references in conducting the further research with similar topic.

B. Research Questions

The writer has an item of problem to be analyzed, which have been

formulated into question:

1. What are the types of repetition functions used by the lecturers of I Study

English Here (ISEH)?

2. How are the causes of repetition used by the lecturers of I Study English

Here (ISEH)?

C. Research Objective

Based on the question of the problem statement above, the objectives in this

research is:

3
 1. To describe the types of repetition functions that used by the lecturers of I

Study English Here (ISEH).

2. To describe the causes of repetition used by the lecturers of I Study

English Here (ISEH).

D. Research Significance

The significance of this research includes the following:

Theoretically, this research gives a contribution in repetition study of

language and discourse. It can be used as appropriate references in conducting the

further research with similar topic about repetition.

Practically, this research can be used to understand the content of repetition as

represented in the real life about language and discourse specially about types of

repetition functions. Besides, the types of repetition functions will be understood and

also we can practice in the right ways.

E. Research Scope

This research focused to describe types of repetition functions in case the

instructors of I Study English Here (ISEH) using the theory of Tannen (1989).

According to Tannen Repetition is a common feature of human speech, it is at the

hearth of how discourse is created and an essentially poetic aspect of language.

Tannen (1989) categorizes types of repetition functions into nine types, they are:

Participatory listenership, Ratifying listenership, Humor, Savoring, Stalling,

Expanding, Repetition as Participation, Evaluation through patterned rhythm, and

Bounding episodes.

4
 CHAPTER II

LITERATURE REVIEW

A. Previous Findings

The writer presents three previous finding which related or relevant with this

research, as follow:

Farhan, Sheileek and Rabab’ah (2012) in their journal article “The Pragmatic

Functions of Repetition in TV Discourse” describe about the pragmatic function of

such repetitions as used by English Native Speakers based on7 full episodes of Dr.

Phil’s TV Show. That research use descriptive method that describes the data then

analyzed quantitatively. The aim of this study is to found how the native English

speakers repeat language items in their interactions as manifested in Dr. Phil’s TV

Show and describe the main function of these repetitions. That research use Data

collection procedure in that research is documentation method. The Result of this

research found that Dr. Phil, the host, employed self-repetition as a communication

strategy that performs several functions. Since the study was limited to Dr. Phil TV

show, it was noticed that both Dr. Phil and his guests used many repetitions (175

instances), which performed a wide range of functions. However, it was found that

Dr. Phil resorted to repetition more than his guests did, 132 and 43 instances,

respectively, which could be attributed to the fact that Dr. Phil was superior to the

hosts. The hosts did not use as many repetitions as Dr. Phil did, because he possibly
controls the interaction, and his main concern was eliciting all kinds of meanings to

make his show successful. Then, repetition was used by Dr. Phil and his guests not

only to perform various functions, but it also was manifested in different linguistic

structures. Repetition was employed for expressing emphasis, clarity, emotions,

highlighting the obvious, being questionable, expressing annoyance, retaining a

certain piece of information, persuasion, expressing surprise, giving instructions, and

as a filler in order to take time, fill in the silence and hold the floor when the speaker

is searching for proper words to say next. Another significant finding was that a

single utterance in the interaction between Dr.Phil, the host, and his guests was used

to perform a wide range of functions. The study conclude that these findings had

significant implications for EFL/ESL teachers and the inter language development of

EFL/ESL learners.

Mavasoglu et al (2010) in their journal article “Types and Function of

Repetition in the Narrations of Turkish Speakers of French” describe about

examining the repetitions in the discourse of 83 learners of French. The aims of this

study is to found how repetition helps the speakers of a language to develop and

maintain a conversation or speech; and is it one of the mostly employed

communication strategies by both native and non-native speakers in this case Turkish

Speakers of French. The result of this research shows that all the narratives analyzed,

GL repetitions were employed with some 10% more frequency than WL repetitions.

For both levels, pronouns, determiners and verbs were the commonest elements to be

repeated. That these three elements occupy around 70-80% of usage in repetitions,

6
reveals their significance in spontaneous speech of non-native speakers. Whatever the

proficiency level of learners of French may be, these three word classes serve as most

readily available resources for non-native speakers.

Pefinta (2017) in her thesis “The Effect of Chorus Repetition Technique on

Students Vocabulary Mastery” describe about the effectiveness of chorus repetition

technique on students’ vocabulary mastery which was observed and analyzed from

students of seventh grade at SMP Islam Ruhama. The aims of this research is to find

the effectiveness of Chorus Repetition Technique on Students’ Vocabulary Mastery

which was observed and analyzed from students of seventh grade at SMP Islam

Ruhama. The method applied in this research was the quantitative method with the

quasi experimental design. The sample of this research was all the students of grade

VII-2 consisting of 23 students as a control class and all the students of grade VII-3

consisting of 23 students as a experimental class. The Results of this research shows

that teaching vocabulary by using chorus repetition technique was effective. It is

proved by tvalue (2.096) which is higher than table in the degree significance 5%

(1.680). Furthermore, the test of hypotheses showed that sig 2 tailed (p) was 0.042

while alpha (α) was 0.05 (0.042 < 0.05) meaning that H0 (Null Hypothesis) was

rejected and Hα (Alternative Hypothesis) was accepted. In others words, the use of

chorus repetition technique in teaching vocabulary give effect in improving toward

the students’ vocabulary mastery.

From the three previous findings above, the research has similarity and

differences from those researches. The similarities of the researches are studied about

7
repetition. Then, the differences between three previous findings above with this

research are: (1) the first previous finding focuses on native speakers of English, and

based on 7 full episodes of Dr.Phil's TV Show. (2) The second previous finding

focuses on Repetition used in the Narrations of Turkish Speakers of French. (3) The

third previous finding focuses on effectiveness of Chorus Repetition Technique on

Students’ Vocabulary Mastery which was observed and analyzed from students of

seventh grade at SMP Islam Ruhama. Then, the sample of this research was all the

students of grade VII-2 consisting of 23 students as a control class and all the

students of grade VII-3 consisting of 23 students as an experimental class. While, in

this research the writer focused on the types repetition function used by the

instructors of I Study English Here (ISEH).

B. Pertinent Ideas

1. Definition of Repetition

Repetition is a natural phenomenon used to perform various functions in

interactional discourse. Repetition is a common feature of speech; it is at the hearth of

how discourse is created and an essentially poetic aspect of language. Repetition is a

phenomenon that occurs quite naturally in conversational speech (Tannen, 1989:46).

When considering the question of why there is repetition in conversation, Tannen

(1989: 48) categorizes the several purposes which repetition simultaneously serves

into production, comprehension, connection, and interaction. To begin with

production, repetition gives the speaker time to formulate their next expressions so

8
that the speech is fluent all the time. Turning to comprehension, Tannen (1989: 49-

50) argues that the redundancy in speech enables less dense discourse and repetition

facilitates comprehension. The connection function means that repetition has also a

referential and a relation purpose in discourse that shows how new expressions and

ideas relate to earlier ones.

The functions of production, comprehension and connection related to the

creation of meaning in discourse. However, repetition also serves a significant

function in interaction as it helps with accomplishing social goals or simply managing

the business of conversation Tannen (1989: 51). Tannen has found the following

interactional functions of repetition when analyzing material getting or keeping the

floor, showing listenership, providing back-channel response, stalling, gearing up to

answer or speak, humor and play, savoring and showing appreciation of a good line

or joke, persuasion, linking one speaker’s ideas to another, ratifying another

contributions, and including in an interaction a person who did not hear a previous

utterance. Repetition not only ties parts of discourse to other part, but it bonds

participants to the discourse and to each other by linking individual speakers in a

conversation and in relationships.

In addition to the categories of production, comprehension, connection, and

interaction, Tannen (1989: 48) defines an over-arching function in the establishment

of coherence and interpersonal involvement. Talk itself is involvement and it shows

willingness to interaction whereas repetition is a resource to keep talk going. When

9
one repeat the other speaker utterances, one accomplishes a conversation, shows

response and acceptance, and gives evidence of one own participation.

2. Types of Repetition Functions

Tannen (1989:47-52) identified several functions served repetition in

conversation, whose major role was established coherence and interpersonal

involvement: Participatory listenership, Ratifying listenership, Humor, Savoring,

Stalling, Expanding, Repetition as Participation, Evaluating through patterned

rhythm, and Bounding episodes. Those types of repetition functions can be figured

out as follows:

a. Participatory listenership

Participatory listenership is a type of repetition which shows that the person is

listening and accepting what has been uttered. In these uses of repetition, the previous

speaker’s utterances were repeated just as a way to participate in the interchange by

showing listenership and acceptance of the utterance (Tannen, 1989: 59). The speaker

continues to participate in the conversation, even though nothing new to add. This

type of repetition is also called solidatory repetition (Murata in Sawir, 2003: 48).

This function of repetition can be exemplified as follows:

A: I’m studying here I’m doing my diploma of education.

B: Oh diploma

A: Yeah, that’s right

10
 b. Ratifying listenership

Ratifying listenership is a type of repetition which occurs when the speaker

incorporates the repeated phrase into their own narrative. This kind of repetition is

not quite different from the previous one. They are similar in nature. They both

indicate listenership and involvement in conversation, but ratifying repetition is not

only the indication of listenership but also the agreement to what has been said. In

other way, Tannen (1989: 63) says that this repetition means ‘yessing’ to the previous

utterance.

This kind of repetition can be figured out as follows:

A. One thing that makes me uncomfortable to live here is the weather.

B. Yeah, the weather

A. It is too cold for me.

c. Humor

Humor is a type which a speaker appreciates the humor in a situation. Slight

variation of repetition commonly functions as humor. It is humorous because the use

of the same grammatical frame to convert a common construction into the odd one

(Tannen, 1989: 63).

The following example will give repetition function as humor.

A. My Rover is being so good.

B. I know, he is being hungry.

11
 d. Savoring

Not only humor can be created by repeating, but its appreciation can be

displayed by repeating. Savoring is when the speaker seemed to be repeating the

word in order to savor it, there by showing his appreciation of the irony.

This function of repetition can be exemplified as follows:

A: That’s because you have an arcane view of reality.

B: Cause we’re sensitive, we are ladies (Laughing)

A: Yeah, Ladies (Laughing)

e. Stalling

Stalling is a function that allows time to interlocutor to find what to say next.

If the speaker needs to gain time to think about the next utterances, this kind of

repetition can be used to stall. Sawir (2003: 5) states that if the repetition with raising

intonation, it means that the speaker is showing confirmation, but if the speaker utters

the repetition with falling intonation, it means the speaker need more time before

producing the next utterance or response. It can be said that the speaker repeat the

previous utterance just to slow down the conversation. Moreover Sawir adds that

repetition with stalling function often preceded or followed by expression such as; ah,

oh, and mm.

The following example is the repetition with the stalling function.

A. Do you have pets?

B. Pets ah, in Indonesia I don’t have but my host-family have one dog.

A. Oh yeah.

12
 f. Expanding

Expanding is the formulation of an utterance followed by on-going talk which

an author argues is a common function of repetition. Then reformulation of the

question is the first step in the process of expansion, the question is then used as a

scaffold on which to construct on-going talk.

This function of repetition can be exemplified as follows:

A: Do you read?

B: Do I read?

A: Do you read things just for fun?

B: Right now I’m reading “Norma Jean the Termite Queen”

g. Repetition as participation

Repetition as participation is a type which helps develop the conversation.

Repetition will function as participation if the speaker ratifies what the previous

speaker has been uttered with a slightly variation but still in the same syntactic frame

(Tannen 1989: 66). It is clear that the speaker shows not only his/her participation but

also agreement through repetition.

Here are the examples:

A. I want to tell you something about Maya.

B. I don’t want to hear about it.

A. You don’t want to hear about it.

13
 h. Evaluation through patterned rhythm

Evaluation through patterned rhythm is a type of repetition that does not

involve repeating words at all is patterned rhythm. As the example, it gives the

impression that she kept yelling, emitting a stream of abuse.

Here are the examples:

A: I cursed him, “Aren’t you ashamed, scoundrel?”

B: I told him, I told him, I told him there…

A: “Satyr, (dirty) old man, repulsive (creature), slobberer,”

B: I told him, I told him, I told him

i. Bounding episodes

Bounding episodes is a type within a larger conversation is often bounded by

repetition at the beginning, which operate as a kind of theme setting, and at the end

forming a kind of coda. This is not surprising, since openings and closings are often

the most ritualized parts of any discourse.

This function of repetition can be exemplified as follows:

A: Then you get bored

B: Well, I think I got bored

A: Hhhhhh…

B: I mean basically what I feel is, what I really like

A: Yeah right, you have to, there’s no time

B: There’s no time

A: Yeah, it’s true

14
 Repetition has been often handled under the rubric of communicative

redundancy (Brody 1986:255). According to Brody Repetition not only performs a

variety of functions, but it may also be manifested in a number of different linguistic

structures. Norrick (1987:257) described four main functions of same speaker

repetition that are semantically based, production-based, comprehension based and

interaction based. Semantically based self repetition may be idiomatic or may reflect

the iterative nature of the described object in an iconic manner. This kind of self

repetition is also realized through avoidance of ellipsis to be emphatic. Production

based self repetition, takes place when a speaker wants to hold the floor and to gain

planning time while searching for what to say next, or planning the rest of the move

or turn, and to bridge an interruption. Comprehension based self repetition also can

be used to increase textual coherence in the ongoing talk, by the strategies of

summarizing, paragraphing and reintroducing a topic or a point of view. However,

interaction based self repetition occurs when a speaker employs self repetition to ask

and answer his own questions within the same turn. It can also take the form of repeat

without any change, repeat with stress on a significant word of the original utterance

and repeat with expansion.

Forms of repetition and variation in conversation can be identified according

to several criteria. First, one may distinguish Self repetition and Allo repetition

(repetition of others). Second instance of repetition may be placed along a scale of

fixity in form ranging to exact repetition to paraphrase (Tannen 1989: 54). Repetition

with variation, such as questions transformed into statements, statements change into

15
questions, repetition with single word or phrase changed, and repetition with change

of person or tense. The repetition of patterned rhythm is also included in which

completely different words are uttered in the same syntactic and rhythmic paradigm

as a preceding utterance. There is also a temporal scale ranging from immediate to

delayed repetition.

Depending on which speaker produces them there are two forms of repetitions

namely self repetition and other repetition (Allo-repetition). Self repetition is the

repetition that occurs when the speakers repeat themselves. Other repetition is a joint

work between speakers and their interlocutor repetition has been labeled differently

two party repetitions, second speaker repetition and Allo repetition (Tannen, 1989:

57).

16
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Method

In this research the writer will use qualitative method. Qualitative method is a

research procedure that produces description data of words. The method used in this

research is descriptive method that describes the data and then analyzed qualitatively.

The data description is reviewing an event. This method can also be described as the

method of gathering data, in which the writer does not do any observations to collect

the data, but only gathers the data from some referential books, websites, and other

data sources.

According to Ross (1999) qualitative approach to research are based on

“world view” which is holistic and has the following beliefs: 1) There is no single

reality 2) Reality based upon perceptions that are different from each person and

change over time. 3) What we know has meaning only within a given situation of

context.

B. Subject of the Research

The main data are the instructors of I Study English Here (ISEH). In this

research the writer takes three instructors of speaking subject. The writer also

collected an interviewed data by the instructor’s ideas in order to get sufficient and

necessary data to analyze.

 To classify the instructors used of repetition function types, the writer use the

criteria of table as follow:

No Repetition Types Sample Dialogue

1 2 3
1. Participatory Listenership

2. Ratifying Listenership

3. Humor

4. Savoring

5. Stalling

6. Expanding

7. Repetition as Participation

8. Evaluation Through
Patterned Rhythm
9. Bounding Episodes

C. Research Instrument

Related to this research, the writer will use audio record in order to collect the

data. The writer takes an important data that related to the repetition types used by the

instructors of I Study English Here (ISEH). The audio recording has a function to

record the instructor’s speaking and then note taking have a function to transcribe the

recording. So, this research used audio recording to collect the data and note taking to

transcribe the data.

18
D. Data Collection Procedures

The data will be collected by the following five steps, there are:

1. The writer makes promise with the instructor to interview or join the

classroom.

2. Before beginning the record, the writer will explain the aims to the

instructors and the students.

3. The writer will observe and record instructor’s speaking in explaining.

4. The writer will analyze the result of the record.

5. The writer will transcribe the instructor’s utterances.

E. Technique of Analyzing Data

The analysis of the data based on theory of Tannen (1989) about repetition

functions. The data will read carefully and the data will be divided into sentences and

classified according to the aims of this study. The writer will make an outline of the

data that have been collected and analyzes in detail. After the analysis is completed,

the writer will describe the result of the analysis and makes the conclusion.

19
 CHAPTER IV

FINDING AND DISCUSSION

This chapter present, the findings, analysis and discussion of the research.

Findings are focused on the types of repetition functions used by the instructors of I

Study English Here (ISEH).

A. Findings

This part focused on the findings to answer the research questions. The data

were taken from conversation by the instructors speaking in teaching of the class at I

Study English Here (ISEH) because the writer assumes that taking data from the

instructors speaking in the class were sufficiently represented use repetition

automatically. The conversations in the class were spontaneous because in the

beginning until the end of the class the instructors and the students created and made

the interaction in their conversation. Then, all of the data were analyzed based on

how repetition produced by the instructors in the class processed.

To answer the first research question, the writer revealed by the result of the

research that all the types of repetition function were used by the instructor of I Study

English Here (ISEH) as shown in tables below:

20
 Table 4.1 Types of repetition used by instructors

No. Types of Repetition Instructors

Mr. Wy Mr. NH Mrs. Wd
1. Participatory Listenership √√ √ _

2. Ratifying Listenership √√ √√√ √√

3. Humor _ √ _

4. Savoring _ √ _

5. Stalling √ √ √√

6. Expanding √√ √√ √

7. Repetition as Participation √ √ _

8. Evaluation Through Patterned Rhythm √ √√

9. Bonding Episodes √√√ √ √

Table 4.2 Number of frequency:

No. Types of Repetition Results

1. Participatory Listenership 1,2,3 (S.1-Rc.2-Dr.03:00, S.1-Rc.2-Dr.
07:30, S.2-Rc.1-Dr.00:35)
2. Ratifying Listenership 4,5,6,7,8,9,10 (S.1-Rc.2-Dr.05:09, S.1-
Rc.2- Dr.06:51, S.2-Rc.1-Dr.05:50,
S.2-Rc.2-Dr.01:01, S.2-Rc.2-Dr.02:35,
S.3-Rc.1-Dr.02:29, S.3-Rc.1-Dr.06:34)
3. Humor 11 (S.2-Rc.2-Dr.01:32)
4. Savoring 12 (S.2-Rc.2-Dr.01:33)
5. Stalling 13,14,15,16 (S.1-Rc.1-Dr.00:55, S.2-

21
 Rc.3-Dr.00:24, S.3-Rc.1-Dr.00:06, S.3-
Rc.1-Dr.02:18)
6. Expanding 17,18,19,20,21 (S.1-Rc.1-Dr.00:25,
S.1-Rc.2-Dr.01:25, S.2-Rc.1-Dr.00:51,
S.2-Rc.1- Dr.02:16, S.3-Rc.2-Dr.11:05)
7. Repetition as Participation 22,23 (S.1-Rc.2-Dr.07:51, S.2-Rc.2-
Dr.00:50)
8. Evaluation Through Patterned Rhythm 24,25,26 (S.1-Rc.1- Dr.00:55, S.2-
Rc.1-Dr.01:41, S.2-Rc.1-Dr.07:51)
9. Bounding Episodes 27,28,29,30,31 (S.1-Rc.1-Dr.00:55,
S.1-Rc.2-Dr.00:29, S.1-Rc.2-Dr.06:51,
S.2-Rc.3-Dr.00:24, S.3-Rc.2-Dr.11:05)

Notes: S = Sample

Rc = Recording

Dr = Duration

To answer the second research questions, the writer analysis revealed that

repetition used by the instructors of I Study English Here (ISEH) in the classroom

when they teach is more potentially using ratifying listenership 25% repetition types

because in the classroom the lecturers need a feedback from the students to now if the

students get the point of the ideas has been uttered by the lecturer.

The second potentially of repetition using by the lecturers is expanding, stalling,

bounding episodes, participatory listenership and evaluation through patterned

rhythm. Expanding used 15% because practically the lecturers in the classroom used

22
on-going talk to explain the topic. Bounding episode used 15% because in the

classroom the lecturers used repetition continued in order to stressing the ideas.

Stalling used 13% because in the conversation the lecturers sometimes need to think

the utterance has to express their ideas. Participatory listenership used 12% because

in the classroom the teacher makes a repeat utterance to get participation by the

students. And Evaluation Through Patterned Rhythm used 12% because practically in

the classroom the lecturers need to yelling or emitting a stream of abuse to make the

students must be getting the idea faster.

Repetition types which less potentially used are repetition as participation,

humor and savoring. Repetition as participation used 8% because in the classroom the

students sometimes disagreement with the ideas of the lecturers. It makes the students

does not give a contribution in order as agreement. Humor and savoring is used just

6% because practically in the classroom the lecturers used humor in one times no

needed to be repeats and the students usually just listen and laugh about the humor.

In analyzing the data, the writer found that repetition used by the instructor of I

Study English Here (ISEH) confirm as the theory of Tannen that can be categorized

into Participatory Listenership, Ratifying Listenership, Humor, Savoring, Stalling,

Expanding, Repetition as Participation, Evaluation Through Patterned Rhythm and

Bounding Episodes. Those types of repetition and reason of repetition used were

being discussed further:

23
 1. Participatory Listenership

As the theory, participatory listenership is a type of repetition which shows

that the person is listening and accepting what has been uttered. In these uses of

repetition, the previous speaker’s utterance is repeated just as a way to participate in

the interchange by showing listenership and acceptance of the utterance (Tannen,

1989: 59). As findings:

Sample 1

Speakers : Mr. Wy

Title : Speaking Class

Topic : Telling Story

Date : July, 30 2018

Conversatition 1:

Mr. Wy : Who is five semester?

Students : me (rise his hand) five semester

Mr. Wy : if you wanna say five semester you can say ‘fifth semester’ oke.

This conversation occurs in the middle of class when the speaker wants to

explain the function and differences using of words five and fifth. Repetition occurs

because the listener repeated what the previous speaker utterance to participate. Then,

the speaker repeated the utterance to explain.

Conversation 2

Mr. Wy : Any question so far?

: No question?

24
Students : No,

Mr. Wy : Ok, no question. I will continue

This conversation occurs to finish one topic in the class when the speaker give

a question to the listeners, if some of them has a question in the end of topic.

Repetition occurs because the speaker makes a question and need a feedback of his

listeners. Then, some listeners answer that question and the speaker repeat the

utterance to make it clear.

Sample 2

Speaker : Mr. NH

Title : Debate Class

Topic : Love or Money

Date : July, 31 2018

Conversation

Mr. NH : Good morning guys,

Students : Morning

Mr. NH : Morning,

Students : Morning

This conversation occurs in the beginning of the class when the speaker

opened the class to join the listeners to keep their spirit. Repetition occurs because the

speaker makes an utterance that needed answer. The previous speaker’s utterance is

repeated to participate by the listeners in the interchange by showing listenership and

acceptance of the utterance.

25
 2. Ratifying Listenership

As the theory, Ratifying Listenership is a kind of repetition which is not only

the indication of listenership but also the agreement to what has been said. This

repetition means “yessing” to the previous utterance. As findings:

Sample 1

Speakers : Mr. Wy

Title : Speaking Class

Topic : Telling Story

Date : July, 30 2018

Conversation 1

Mr. Wy : I heard you say “tall than me”

She is tall than me

You can say taller than me

Students : yes, taller

This conversation occurs in the middle of class when the speaker wants to

explain and repair word ‘tall-taller’ using. Repetition occurs because the listener

repeats what the speakers said before and also repeated here is mean yessing to the

previous utterance.

Conversation 2

Mr. Wy : You say “she look”

Students : She look

Mr. Wy : You can say look untuk terlihat

26
 But you have to say “she looks”untuk kelihatan

Like she looks beautiful,

Students : oh yeah, looks. She looks perfect

This conversation occurs in the middle of the class when the speaker wants to

explain and repair word ‘look-looks’ using. Repetition occurs because the listener

trying to express the word ‘look-looks’ until the speaker said. And then, the repetition

here is also can be categorized as yessing because the listener correct what the

speaker said by repeat the utterance.

Sample 2

Speaker : Mr. NH

Title : Debate Class

Topic : Love or Money

Date : July, 31 2018

Conversation 1

Mr. NH : Ok guys, ready?

Students : Ready

Mr. NH : Ready, ok come on,

This conversation occurs to makes the listeners answer one question in the

games of one topic playing by the speaker. This conversation is to get the

participation of the listeners. Repetition occurs because the listener answered the

question of speaker by repeat the utterance of the speaker and its answer is mean

yessing.

27
Conversation 2

Mr. NH : Work, yeah work,

Students : Oh, work

Mr. NH : Yeah, this is work

This conversation occurs in the middle of the class when the speaker wants to

make clear that the word ‘work’ is not what the listener mean. So the listener finally

knowing his mistakes and repeats the speaker utterance. Repetition occurs because

the listener repeats the utterance and it is repeat means yessing from what the speaker

said before.

Conversation 3

Mr. NH : Do you understand?

Students : Yes

Mr. NH : Ok?

Students : Ok

Mr. NH : Ok?

Students : Ok

This conversation occurs to closed one topic of the class when the speaker

want to know if the listener understand and get an idea of what they has discuss

before. Repetition occurs because the speaker repeats the utterance two times to make

sure that the listeners really get the point of the topic. And then, the listeners repeat

the utterance by using word ‘ok’ and it is mean yessing.

28
Sample 3

Speaker : Mrs. Wd

Title : Vocab Class

Topic : Memorizing

Date : Augustus, 01 2018

Conversation 1

Mrs. Wd : Let’s memorize start from number one

Party,

Students : Party

Mrs. Wd : Partner

Students : Students

This conversation occurs in the middle of class when the speaker teach the

listener for memorize now vocab in the class. Repetition occurs when the speaker

teach the students how to read the word right and the students repeat the utterance to

show their participation of memorizing new vocab by the speaker. When the listener

repeats the utterance it is showing the agreement of the students from previous

utterance.

Conversation 2

Mrs. Wd : Ok, now one by one

Mardin, part,

Student : Part

Mrs. Wd : Quality,

29
Student : Quality

This conversation occurs when the speaker guides the listeners to express the

word in order to memorize. Repetition occurs when the speaker the students repeat

the utterance to show their participation of memorizing new vocab by the speaker.

When the listener repeats the utterance it is showing the agreement of the students

from previous utterance.

3. Humor

As the theory, humor is a type of repetition which a speaker appreciates

humor in a situation. Slight variation of repetition commonly functions as humor. As

findings:

Sample 2

Speakers : Mr. NH

Title : Debate Class

Topic : Love or Money

Date : July, 31 2018

Conversation

Mr. NH : Now I will give you one topic

This topic is very delicious topic

Students : This is delicious? hhhh

Mr. NH : Yeah delicious and interesting topic, hhhhh

This conversation occurs in the beginning of one topic to discuss in the class

when the speaker explaining their topic next. But the speaker used a wrong word to

30
express the topic. Repetition occurs here when the listener find mistakes using by the

speaker and make it clear with the question cover by a little laugh. Then, the speaker

aware his mistakes but closed his mistake by repeat utterance and add something to

increase what he really wants to say and he is also cover laugh.

4. Savoring

As the theory, savoring is type of repetition by appreciation of the humor that

can be displayed by repeating. Savoring is when the speaker seemed to be repeating

the word in order to savor it, there by showing his appreciation of the irony. As

findings:

Sample 2

Speakers : Mr. NH

Title : Debate Class

Topic : Love or Money

Date : July, 31 2018

Conversation

Mr. NH : Now I will give you one topic

This topic is very delicious topic

Students : This is delicious? hhhh

Mr. NH : Yeah delicious and interesting topic, hhhh

This conversation occurs in the beginning of one topic to discuss in the class

when the speaker explaining their next topic. But the speaker used a wrong word to

express the topic. Repetition occurs here when the listener find mistakes using by the

31
speaker and make it clear with the question cover by a little laugh. Then, the speaker

aware his mistakes but closed his mistake by repeat utterance and add something to

increase what he really wants to say and he is also cover laugh. Here, the speaker

seemed to be repeating the word in order to savor it, there by showing his

appreciation of the irony.

5. Stalling

As the theory, stalling is a function that allows time to interlocutor to find

what to say next. If the speaker needs to gain time to think about the next utterances,

this kind of repetition can be used to stall. As findings:

Sample 1

Speakers : Mr. Wy

Title : Speaking Class

Topic : Telling Story

Date : July, 30 2018

Conversation

Mr. Wy : I give you five minutes

I give you five minutes to prepare

To describes your friends and write down

Students : we make a story?

Mr. Wy : Its depends on you

Students : Oh, ok

Mr. Wy : I give you five minutes

32
 This conversation occurs in the class when the speaker want to make sure of

his utterance and he repeat to get times to think what he really want to say.

Repetition occurs because the speaker repeat what he already said in order to get his

point and think that is he already said what his point. The speaker needs to gain time

to think about the next utterances, and the result is the speaker repeat the utterance.

Sample 2

Speakers : Mr. NH

Title : Debate Class

Topic : Love or Money

Date : July, 31 2018

Conversation

Mr. NH : The second is we have to rich

You know rich, memperkaya yah

You have to rich vocabularies,

Students : Yes

This conversation occurs in the class when speakers find some idea to finish

the class. Repetition occurs when the speaker repeat the utterance in order to find the

next utterance to explain his idea. So repeat using by the speaker here can be

categorized as repetition of stalling because the speaker needed to think what the next

utterance by repeat the previous utterance.

Sample 3

Speaker : Mrs. Wd

33
Title : Vocab Class

Topic : Memorizing

Date : August, 01 2018

Conversation 1

Mrs. Wd : So, for today we are going to start like usually

We are going to start our vocab class

Let’s memorize thirty vocab for today

Students : Yes mam

Mrs. Wd : Let’s start

This conversation occurs in the beginning of the class when the speaker

explaining the focused of the topic for the class. The speaker trying to makes the

listeners interested for the topic. Repetition occurs when the speaker repeat the

utterance in order to find the next utterance to explain his idea. So repeat using by the

speaker here can be categorized as repetition of stalling because the speaker needed to

think what the next utterance by repeat the previous utterance.

Conversation 2

Mrs. Wd : So, guys. This is the first line

Ok, this is the first line of our vocab today

Let’s memorize start from number one

Students : Yes mam

This conversation occurs in the middle of class when the speaker explain the

first line of the vocabularies which is have to memorize by the students. Repetition

34
occurs when the speaker repeat the utterance in order to find the next utterance to

explain his idea. So repeat using by the speaker here can be categorized as repetition

of stalling because the speaker needed to think what the next utterance by repeat the

previous utterance.

6. Expanding

As the theory, expanding is the formulation of an utterance followed by on-

going talk which an author argues is a common function of repetition. Then

reformulation of the question is the first step in the process of expansion, the question

is then used as a scaffold on which to construct on-going talk. As findings:

Sample 1

Speakers : Mr. Wy

Title : Speaking Class

Topic : Telling Story

Date : July, 30 2018

Conversation 1

Mr. Wy : After you finished, I will invited you one by one

Oke, I will invited you one by one

And describes your friends

Students : Yes

This conversation occurs when the speaker explain the rule of the topic of

their class. The speaker getting nervous and he repeat the utterance. Repetition occurs

when the speaker gets stuck and the next utterance is come from repeat the previous

35
utterance. Suddenly, he repeated the utterance and makes the repetition by on-going

talk of repeat the utterance.

Conversation 2

Mr. Wy : The second is if you say ‘glass’

“She wear glasses”

“She wear glasses, glasses”

Students : Glasses,

This conversation occurs in the middle of the class when the speaker

explaining some mistakes using by his students. But in his explaining he repeats the

utterance by on-going talk. Repetition occurs because the speaker repeat his utterance

using on-going talk to explain the rule and correcting of word ‘glass-glasses’ used in

daily conversation.

Sample 2

Speaker : Mr. NH

Title : Debate Class

Topic : Love or Money

Date : July, 31 2018

Conversation 1

Mr. NH : You make a line

You know line

There are two lines

I will divides you became a group

36
Students : Yes

This conversation occurs when the speaker explain the rule of the new topic

by using two groups. The speaker used on-going talk in order to explain the topic

rules. Repetition occurs when the speakers used on-going talk by repeat the utterance

because accustomed used repeat in daily conversation by on-going talk.

Conversation 2

Mr. NH : Whispers your friend, I will give a word

You can whispers your friends, ok

Students : Ok

This conversation occurs when the speaker trying to explain the rule of the

games they will play s their new topic in the class. Repetition occurs because the

speaker repeated the utterance by on-going talk in order to make clear the rule of the

topic games.

Sample 3

Speaker : Mrs. Wd

Title : Vocab Class

Topic : Memorizing

Date : August, 01 2018

Conversation

Mrs. Wd : Ok, next the second line from eleven

We start from eleven

Queen,

37
Students : Queen

This conversation occurs in the middle of the vocabularies class when the

speaker explaining about the next word of the vocabularies. The speaker asked the

listeners about the vocabularies which have to memorize. Repetition occurs when the

speaker repeated the utterance by on-going talk in order to make clear what the point

of the speaker ideas.

7. Repetition as Participation

As the theory, Repetition as participation is a type which helps develop the

conversation. Repetition will function as participation if the speaker ratifies what the

previous speaker has been uttered with a slightly variation but still in the same

syntactic frame. It is clear that the speaker shows not only his/her participation but

also agreement through repetition. As findings:

Sample 1

Speakers : Mr. Wy

Title : Speaking Class

Topic : Telling Story

Date : July, 30 2018

Conversation

Mr. Wy : Next, we make a story

Students : Example please

Mr. Wy : Ok, I will say “once upon a time..”

Students : Oh, ok. Once upon a time..

38
Mr. Wy : One upon a time there are lives a couple..

This conversation occurs in the middle of class when the speaker trying to

explain the context of the topic. Repetition occurs because the listener repeat the

utterance by the speaker in order to gives contribution as an agreement of what the

speaker said before and it is mean the listener gets the point.

Sample 2

Speaker : Mr. NH

Title : Debate Class

Topic : Love or Money

Date : July, 31 2018

Conversation

Mr. NH : This is no here

Its no here

Students : What about here?

Mr. NH : It’s no here

This conversation occurs in the middle of the class when the speaker makes

sure that word is have to write down but there is not there. So, the listener trying to

find something that could be replaced but the speaker repeats the previous utterance

to make sure it. Repetition occurs because the speaker repeats the utterance in order

to give an agreement contribution of what the listener idea.

39
 8. Evaluation Through Patterned Rhythm

As the theory, Evaluation through patterned rhythm is a type of repetition that

does not involve repeating words at all is patterned rhythm. As the example, it gives

the impression that she kept yelling, emitting a stream of abuse. As findings:

Sample 1

Speakers : Mr. Wy

Title : Speaking Class

Topic : Telling Story

Date : July, 30 2018

Conversation

Mr. Wy : I give you five minutes

I give you five minutes to prepare

To describes your friends and write down

Students : we make a story?

Mr. Wy : Its depends on you

Students : Oh, ok

Mr. Wy : I give you five minutes

This conversation occurs when the speaker gives time to make an assignment

in order to makes the listeners get the point about the limited times. Repetition

occurs because the speaker repeats the utterance in order to make sure about the

limited time for doing an assignment. This kind of repeat used patterned rhythm by

yelling and emitting a stream of abuse.

40
Sample 2

Speaker : Mr. NH

Title : Debate Class

Topic : Love or Money

Date : July, 31 2018

Conversation 1

Mr. NH : Ok, so, one here two here

Come on, one here two here

Came on, hurry up

Students : Ok

This conversation occurs in the class to makes group for the new topic

discussion. Repetition occurs because he speaker repeat the utterance to keep yelling

and emitting a stream of abuse used patterned rhythm. The utterance repeat to clarify

the rule and the position of each group discuss.

Conversation 2

Mr. NH : Come on, come on, come in

Come on, guys

Students : Ready

This conversation occurs in the end of class when the speaker trying to make

the class calm down from the hot topic of discussion. Repetition occurs because the

speaker repeat the utterance in order used patterned rhythm to make clear the point of

his utterance.

41
 9. Bounding Episodes

As the theory, bounding episodes is a type within a larger conversation is

often bounded by repetition at the beginning, which operate as a kind of theme

setting, and at the end forming a kind of coda. This is not surprising, since openings

and closings are often the most ritualized parts of any discourse. As findings:

Sample 1

Speakers : Mr. Wy

Title : Speaking Class

Topic : Telling Story

Date : July, 30 2018

Conversation 1

Mr. Wy : I give you five minutes

I give you five minutes to prepare

To describes your friends and write down

Students : we make a story?

Mr. Wy : Its depends on you

Students : Oh, ok

Mr. Wy : I give you five minutes

This conversation occurs when the listeners does not understand with the

point of the speaker explaining. The speaker makes clear the topic used repeat the

utterance. Repetition occurs because the speaker says the same utterance in the first

conversation and repeats it in the last conversation.

42
Conversation 2

Mr. Wy : If you want to presentation here

And you say, I will describes or

I want to describe someone

It is better to say, I am going to

Because if you say I will describe someone, it is mean not now

But if you say, I am going to

It means, after you say that, you describes someone.

Students : Ok, I am going to,

This conversation occurs in the middle of the class process when the speaker

explaining the rules of using some words. Repetition occurs because the speaker

repeated the utterance continue in the beginning of conversation until the last

conversation. The listener gives a contribution of the last conversation by repeat the

utterance of the speaker.

Conversation 3

Mr. Wy : You say “she look”

Students : She look

Mr. Wy : You can say look untuk terlihat

But you have to say “she looks”untuk kelihatan

Like she looks beautiful,

Students : oh yeah, looks. She looks perfect

43
 This conversation occurs when the speaker trying to explain the word ‘look-

looks’ to makes the differences meaning between that words. Repetition occurs

because the speaker repeated the utterance continued. The listener, in the end of

conversation was gets the point and repeat the utterance of the speaker.

Sample 2

Speaker : Mr. NH

Title : Debate Class

Topic : Love or Money

Date : July, 31 2018

Conversation

Mr. NH : Tomorrow, just prepare you self

We will learn about debate in English

It is about your confident first

I think you have good confident

The second is we have to rich

You know rich, memperkaya yah

You have to rich vocabularies, ok

Prepare yourself tomorrow guys,

Students : Yes

This conversation occurs in the end of the class when the speaker gives some

of adding words to make the students ready for the next class. Repetition occurs

44
because the speaker repeated the utterance in the beginning of conversation and also

in the end of conversation. The repeat used by the speaker was continued.

Sample 3

Speaker : Mrs. Wd

Title : Vocab Class

Topic : Memorizing

Date : August, 01 2018

Conversation

Mrs. Wd : Ok, next the second line from eleven

We start from eleven

Queen,

Students : Queen

Mrs. Wd : Question,

Students : Question

Mrs. Wd : Quotes,

Students : Quotes

This conversation occurs in the middle of the class when the speaker

explaining about the next word of the vocabularies. The speaker asked the listeners

about the vocabularies which have to memorize. Repetition occurs because the

speaker and the listeners repeated the utterance of conversation and also the repeated

of the utterance was continued.

45
B. Discussion

After presenting and analyzing the data, the writer found that findings were

confirmed with the theory. As theory Tannen (1989) identified several functions

served by repetition in conversation, whose major role was established coherence and

interpersonal involvement: participatory listenership, ratifying listenership, humor,

savoring, stalling, expanding, repetition as participation, evaluation through patterned

rhythm, and bounding episodes. The findings of this research found that all the types

of repetition function were used by the instructor of I Study English Here (ISEH) in

the classroom conversation.

As findings revealed that the repetition function used by the lecturers of I Study

English Here (ISEH) in the classroom when they teach is more potentially using

ratifying listenership 25% repetition types because in the classroom the lecturers need

a feedback from the students to now if the students get the point of the ideas has been

uttered by the lecturer.

The second potentially of repetition using by the lecturers is expanding, stalling,

bounding episodes, participatory listenership and evaluation through patterned

rhythm. Expanding used 15% because practically the lecturers in the classroom used

on-going talk to explain the topic. Bounding episode used 15% because in the

classroom the lecturers used repetition continued in order to stressing the ideas.

Stalling used 13% because in the conversation the lecturers sometimes need to think

the utterance has to express their ideas. Participatory listenership used 12% because

46
practically in the classroom the lecturers need to yelling or emitting a stream of abuse

to make the students must be getting the idea faster.

Repetition types which less potentially used are repetition as participation,

humor and savoring. Repetition as participation used 8% because in the classroom the

students sometimes disagreement with the ideas of the lecturers. It makes the students

does not give a contribution in order as agreement. Humor and savoring is used just

6% because practically in the classroom the lecturers used humor in one times no

needed to be repeats and the students usually just listen and laugh about the humor.

As the previous findings above, the first previous finding focuses on native

speakers of English, and based on 7 full episodes of Dr.Phil's TV Show. The second

previous finding focuses on Repetition used in the Narrations of Turkish Speakers of

French. And the third previous finding focuses on effectiveness of Chorus Repetition

Technique on Students’ Vocabulary Mastery which was observed and analyzed from

students of seventh grade at SMP Islam Ruhama. While, in this research the writer

focused on the types of repetition functions used by the instructors of I Study English

Here (ISEH).

The similarities between the findings with the previous findings are repetition

always used in every conversation or by the speakers in the classroom. As the first

previous findings found that both Dr. Phil and his guests used many repetitions (175

instances), which performed a wide range of functions. As the second previous

findings found that all the narratives analyzed, GL repetitions were employed with

47
some 10% more frequency than WL repetitions. For both levels, pronouns,

determiners and verbs were the commonest elements to be repeated. That these three

elements occupy around 70-80% of usage in repetitions, reveals their significance in

spontaneous speech of non-native speakers. And the third previous findings found

that teaching vocabulary by using chorus repetition technique was effective. It is

proved by tvalue (2.096) which is higher than table in the degree significance 5%

(1.680). While this research found that the instructors of I Study English Here (ISEH)

in the classroom when they teach is more potentially used types of repetition

function: Ratifying Listenership 25%, Expanding 15%, Stalling 14%, Bounding

Episodes 15%, Stalling 13%, Participatory Listenership 12%, Repetition as

Participation 8%, Humor and Savoring 6%.

The differences between the findings with the previous findings are every

repetition used has many variant of their use. As the first previous finding self-

repetition used as a communication strategy that performs several functions. The

second previous finding used GL Repetitions and WL Repetition to reveals their

significance in spontaneous speech of non-native speakers. And the third previous

finding used chorus repetition technique in teaching vocabulary to give effect in

improving toward the students’ vocabulary mastery. While the findings of this

research used several types of repetition function using by the instructor of I Study

English Here (ISEH) in the classroom.

48
 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents conclusion and suggestion. After analyzing the Types of

Repetition Function Used by the Lecturers of I Study English Here (ISEH) the writer

made some conclusion and suggestion to the readers.

A. Conclusion

Based on the analysis data, the writer took several conclusions as follows:

The research revealed that all the types of repetition function identified by

Tannen (1989) were used by the instructors of I Study English Here (ISEH). The

qualitative analysis revealed that the repetition used by the instructors of I Study

English Here (ISEH) in the classroom when they teach were more potentially use

ratifying listenership 25%. The second potentially of repetition used by the instructors

were expanding 15%, stalling 13%, bounding episodes 15%, participatory

listenership and evaluation through patterned rhythm 12%. Repetition types which

less potentially used were repetition as participation 8%, humor and savoring 6%.

B. Suggestion

Based on the conclusion above, the writer gives some suggestions as follows:

1. The writer suggest to other researcher who are going to conduct discourse

analysis especially repetition, to use this research as one of reference.

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2. The writer suggest the instructors and the students of I Study English Here

(ISEH) to more practice and more study about how to produced a good

conversation in daily or formal conversation. And makes some good

prepared in discussion class especially in repetition used in the right ways.

3. The writer suggests the students of I Study English Here (ISEH) to use

repetition by avoiding nervousness, doing more preparation, memorizing and

self reminder.

4. The writer suggests the instructors of I Study English Here (ISEH) to more

increase the learning process of the students. Makes a good prepare for the

students learning process in the class and to carry the learning process with

the medium supply of instrument.

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Diana, PutriPevinta. 2017. The Effect of Chorus Repetition Technique on Students

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Halliday, MA.K. and Ruqaiya Hasan. 1976. Cohesion in English. New York:
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Repet%20Crumbs-OWC.pdf

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Lammi, Rikka-Lisa. 2010. Backchannels and Repetition in ELF in a Hairdressing

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Lyster, Roy. 1998. Recasts, Repetition, and Ambiguity in L2 Classroom Discourse.

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 APPENDIX

The research was done on 31th July until 01st August 2018 in the three classes
of I Study English Here (ISEH). The test was given to three instructors speaking and
conversations in the classes; they were Sample 1, Sample 2 and Sample 3.

Sample I

Speakers : Mr. Wy
Title : Speaking Class
Topic : Telling Story
Date : July, 30 2018
Record I

Mr. Wy :Today, we are going to talk about describe someone, ok describe

people. Sorry, I am not well

Student : I think you nervous, hhhhh

Mr. Wy : you use vocabulary here, you are gonna write down and then after
you finished I will invite you one by one, I will call you one by one, I
will invite you one by one. Then describe your friends. Any
question? Will you join? Start from you

Student : yes

Mr. Wy : yeah, maybe like a you and you, you and you, and you ok. And then
I give you five minutes, I give you five minutes to prepare. What is
your name? I mean describe your friends. You look your friends and
describe your friend and write down what you wanna say.

Students : we make a story? To describe our friends

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Mr. Wy : It’s depends on you, what you wanna tell

Student : oh, ok

Mr. Wy : ok, I give you five minutes; I give you five minutes or ten minutes
to prepare what you wanna tell here. And then, one by one of you
should show up. Ok?

Students : ok.

Record II

Mr. Wy : ok, now I will give you additional like, if you wanna presentation
here, and you say I will describe someone or I want to describe
someone. It is better to say I am going to describe, it’s better to say I
am going to, because if you say I will describe someone it’s mean not
now but if you say I am going to, it means after you say that, you
describes. And then, for make ocular your speaking if you wanna say
I am going to, you can say I am gonna. But more ocular if you say I
amma describe.

And then, the second one is if you say she wear glass, she wear
glasses. You should say wear glasses because it is two of glass. Ok

Students : ok, yeah wear glasses.

Mr. Wy : and then, who is five semester

Student : me,

Mr. Wy : if you wanna say five semester, it is bilangan bertingkat, right? You
can say fifth semester. Ok I ever teach you this.

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 Then, I heard you say tall than me. She is taller then me, you can say
taller then me.

Student : yes, taller than me

Mr. Wy : And then, she look

Students : she looks

Mr. Wy : yes, you can say look for terlihat but you have to say she ‘looks’ for
keihatan beautiful, ok like she looks beautiful tonight .

Students : oh yeah, she looks perfect

Mr. Wy : so, any questions so far? No questions

Students : no,

Mr. Wy : oke I will continue, I have a game maybe it is not. We makes a

story.

Students : example please,

Mr. Wy : ok, I will say once upon a time

Students : oh yeah, ok

Mr. Wy : once upon a time there are couples. They have a relationship. Its
stop from me and then you continue, you and you. Ok

Students : oh yeah, lets start.

Sample II

Speakers : Mr. NH
Title : Debate Class

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Topic : Love or Money
Date : July, 31 2018
Record I

Mr. NH : Good morning guys,

Students : Morning

Mr. NH : Morning class

Students : Morning

Mr. NH : ready, ok give applause…

Ok so, we make a line, you make a line. There are two lines, I will
divide you became a group. So we start from one.

Students : one two, one two (making group)

Mr. NH : Ok, so one here two here. Came on, one here two here. Came on
hurry up.

Ok this is aour game you whisper your friend, I will give a word.
Then, you can whisper your friend. Ok

Students : ok,

Mr. NH : Ok guys, ready?

Students : Ready,

Mr. NH : so, I mean it is difficult for you to write down. Ok, came on.

The rule is we write and we have market ok. Ok understand,

Students : Understand

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Mr. NH : Ok, lets start.

Record II

Mr. NH : Yeah, work

Students : Oh, work

Mr. NH : Yeah, this is work

One two three four five six seven eight nine. There is no here, it is no
here

Students : What about here?

Mr. NH : It is no here. You got wrong. But its ok, now give applause..

Now, I will give you one topic, this topic is very delicious topic.

Students : delicious topic?

Mr. NH : Yeah, delicious and interesting topic. So our topic for debate today is
about love or money. We have to love someone but we need money
ok. This two kinds is very important. One group choose money and
another choose love. Ok, do you understand?

Students : yes,

Mr. NH : Ok?

Students : ok,

Mr. NH : Ok,

Students : ok

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Record III

Mr. NH : So, I would like to say thankyou very much for today. Tomorrow
just prepare yourself. We will learn about debate in english, its about
your confident first tomorrow, I think you have good confident. The
second is we have to rich. You know rich, memperkaya, yeah you
have to rich vocabularies, ok prepare yourself tomorrow guys, ok
Students : Yes
Mr. NH : The last I will say is one of the sentences of philosophy. The
sentence is ‘the culture is broken when there is no love’. So, give
applause for today and thank you.
Sample 3
Speaker : Mrs. Wd
Title : Vocab Class
Topic : Memorizing
Date : August, 01 2018
Record I

Mrs. Wd : so, how many days left. Oh yeah five days left. It means that we are

going to have practice one month.

Students : yes

Mrs. Wd : so, for today we are going to start like usually. We are going to

start our vocab class. lets memorize 30 vocab for today.

Stusents : yes,

Mrs. Wd : so, guys this is the first line. Ok, this is the first line of our vocab

today. Lets memorize start from number 1.

Students : yes, mam

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Mrs. Wd : lets memorize start from number one. Party,

Students : party

Mrs. Wd : partner

Students : partner (Etc.)

Mrs. Wd : ok, now one by one start from Mardin, part

Student : part

Mrs. Wd : quality

Student : quality

Record II

Mrs. Wd : Ok, next the second line from eleven to twenty, ok we start from

eleven. Queen,

Students : queen,

Mrs. Wd : question,

Students : question

Mrs. Wd : quotes,

Students : quotes

Mrs. Wd : ok, Rabbit

Student : Rabbit, (Etc.)

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61
 BIOGRAPHY

Sartika usually called Tika or Chiko was born

in Palopo, Sabbang on September 22th 1995, she is the
third daughter in her family. Her father is Abu Bakar and
her mother is Rabiah. Sartika has three brothers, they are:
Supriadi, Sarmin and Sahrul. And two sisters, they are:
Sukmawati S.Pd and Suci Aisyah Putri. She started her
study in State Elementary School of SDN 01 Dapurang in
west sulawesi until she was 4th grade, started in 2001, but
she definitely moved in 2005 to State Elementary School of SDN 01 in Sabbang,
south sulawesi.

Moreover, she graduated her elementary school’s life in 2007. Henceforth, she
continued her study at State Junior High School in SMPN 01 Funju in 2007 and
graduated in 2010. Then, she continued to study at Senior High School in SMAN 01
Pasangkayu in 2010 and graduated in 2013.

In 2013, she enrolled herself as a student of Alauddin State Islamic University

of Makassar in Adab and Humanities Faculty by choosing English and Literature
Department.. Furthermore about this thesis, especially for the readers who are
interested and want to know more, please contact the writer’s phone number
+6285146117227, email: sartikatikachiko@gmail.com, Facebook account on Sartika
Abkar and as well as Instagram account on Sartika_Abkar.

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